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MelroseTeacherActionResearch
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What is Action Research?
Why Action Research?
Phase One Problem Identification
Phase Two Plan of Action
Phase Three Data Collection
Phase Four Analyzing Data
Phase Five Plan for Future Action
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Writing Prompts
Literature Review
Proposed Outline for the Year
Sharing the Results
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Why Action Research?
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Reasons to Do Action Research
What works...
To figure out a particular "how to" of teaching
To demonstrate to principals, parents, students, ourselves that a teaching practice is useful
Collegiality...
To have time to talk about teaching with our colleagues
To develop better overall relationships with our colleagues
Personal/Professional Development...
To be supported and pushed in our development as teachers
To recognize that growth doesn't just happen, that often we need more formal structures in order to grow
To enable teachers to engage in intellectual pursuits and become continuous learners
Starting where we are...
To start with the teacher that I am, not that someone else thinks I should be
Consistency...
To practice being a continuous learner, to live by what I am trying to help my students learn
To connect teachers in different roles, schools, districts
Challenging the norm...
To create new forms of professional development
To create new forms of research
To construct knowledge with teachers at the center
Robin Marion - Professor at National Louis University
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Reasons to Do Action Research
What works...
- To figure out a particular "how to" of teaching
- To demonstrate to principals, parents, students, ourselves that a teaching practice is useful
Collegiality...- To have time to talk about teaching with our colleagues
- To develop better overall relationships with our colleagues
Personal/Professional Development...- To be supported and pushed in our development as teachers
- To recognize that growth doesn't just happen, that often we need more formal structures in order to grow
- To enable teachers to engage in intellectual pursuits and become continuous learners
Starting where we are...- To start with the teacher that I am, not that someone else thinks I should be
Consistency...- To practice being a continuous learner, to live by what I am trying to help my students learn
- To connect teachers in different roles, schools, districts
Challenging the norm...- To create new forms of professional development
- To create new forms of research
- To construct knowledge with teachers at the center
Robin Marion - Professor at National Louis University